Grade 4: Module 1: Unit 1: Lesson 7 Writing to Explain: Drafting Strong Paragraphs · PDF...

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Grade 4: Module 1: Unit 1: Lesson 7 Writing to Explain: Drafting Strong Paragraphs

GRADE 4: MODULE 1: UNIT 1: LESSON 7 Writing to Explain:

Drafting Strong Paragraphs

Copyright © 2013 by Expeditionary Learning, New York, NY. All Rights Reserved. NYS Common Core ELA Curriculum • G4:M1:U1:L7 • June 2013 • 1

Long-Term Targets Addressed (Based on NYSP12 ELA CCLS)

I can write an informative/explanatory text. (W.4.2) I can use the writing process to produce clear and coherent writing (with support). (W.4.5) I can engage effectively in a range of collaborative discussions. (SL.4.1)

Supporting Learning Targets Ongoing Assessment

• I can plan a paragraph for a postcard explaining to Tim the information he should include in his video. • Postcards to Tim: Four-Square graphic organizer

Agenda Teaching Notes

1. Opening

A. Engaging the Writer (5 minutes)

2. Work Time

A. Review Teacher Feedback on Four-Square Graphic Organizers (5 minutes)

B. Modeling: Drafting from Graphic Organizer (10 minutes)Application: Adding to Details to Graphic Organizer/Drafting/Conferring (20)

C. Simple Critique Protocol (15 minutes)

3. Closing and Assessment

A. Debrief (5 minutes)

4. Homework

• In advance: Create Critique Protocol anchor chart (see supporting materials)

• Create Next Steps for Your Paragraph anchor chart (see Work Time 2B)

• Review: Simple Critique and Cold Call protocols (Appendix 1)

• Throughout this lesson, continue to remind students that writing well involves more than just organizing their ideas or editing for conventions. In order to write well about something, you need to know a lot about it. Students will need to keep going back to the texts they have read to find enough appropriate details to include in their postcard.




Lesson Vocabulary Materials

revise, critique, suggestions

• Teacher model Four-Square graphic organizer (from Lesson 6), completed except for conclusion box

• Students’ Four-Square graphic organizers (from Lesson 6, with teacher feedback)

• Next Steps for Planning Your Paragraph anchor chart (begun in Lesson 6)

• Things to Tell Tim anchor chart (begun in Lesson 2)

• “The (Really) Great Law of Peace” (from Lesson 2)

• Sections of the Great Law of Peace (Iroquois Constitution) (from Lesson 3)

• Critique Protocol anchor chart (new; teacher-created; see example in Supporting Materials)

Opening Meeting Students’ Needs

A. Opening: Engaging the Writer (5 minutes) • Ask students to form pairs and take turns so each of them reads one of the learning targets: “Can anyone explain these

learning targets in their own words?” Focus on ensuring that students know suggestions, critique, and revise.

• Provide nonlinguistic symbols (e.g., a person with a think bubble above their head for questions) to assist ELLs and other struggling readers in making connections with vocabulary. These symbols can be used throughout the year. Specifically, they can be used in directions and learning targets.

• All students developing academic language will benefit from direct instruction of academic vocabulary.




Work Time Meeting Students’ Needs

A. Review Teacher Feedback on Four-Square Graphic Organizers (5 minutes) • Discuss with students how important it is for them to learn from feedback, especially when they are practicing their writing.

Ask them to read the comments you have made on their draft graphic organizers. Tell students that during Work Time, they should follow the suggestions made. Remind students that it will be important for them to ask questions about the feedback if they are unclear.

• Remind them that in the last lesson (Lesson 6), they focused more making sure they have good information to tell Tim than on having a pretty paragraph. So much of the teacher feedback they received focused on this: “What do you know and understand about the flag? What should we tell Tim?”

• Today, they will continue to be sure they have enough correct information and details. Their peers can help them.

• But now they will also focus on taking that information and putting it in the form of an actual paragraph.

• Modeling provides a clear vision of the expectation for students.




Work Time (continued) Meeting Students’ Needs

B. Modeling: Drafting from Graphic Organizer (10 minutes) • Show your nearly completed Four-Square graphic organizer (no conclusion yet) from Lesson 6 on a document

camera or on a chart. Say: “I have lots of notes for my paragraph now. I might want to go back and reread some of the texts we have read, or information from my notes. But my graphic organizer is complete, so I think I have enough information to take the next step of starting an actual paragraph. The first thing, of course, is to be sure that I have enough good information. That’s what I thought about yesterday. But my writing also has to be clear. So I need to turn these notes into sentences.”

• First, write your topic sentence from the center box. (“There is information missing from the Iroquois Confederacy video.”) Work from the top-left box and talk to students as you combine your notes into one or two sentences. (“It says one thing Tim should know is that there was a rule in the Great Law of Peace that people had to start meetings by greeting each other. Some details I have are:

* They also said thank you to each other, and

* They could not start the meeting.

• I think after my topic sentence I am going to add: “One thing missing from Tim’s video is a rule from the Great Law of Peace that people had to start meetings by greeting and thanking each other. Meetings could not start until this happened.”)

• Ask students to Turn and Talk to tell each other the steps from turning the graphic organizer into a written paragraph.

• Point out that some students may still need to find more details before they are ready to draft a paragraph. Encourage them to revisit the texts they’ve read as needed. It is good if they are realizing “I can’t write a paragraph about something if I don’t actually have enough information.”

• As students begin to draft, some students might benefit from a paragraph frame that they complete with their own information. For example, a paragraph frame for this assignment might sound something like this: “There are several important things that were not in the Iroquois Confederacy video. One thing is ______________________. This was important because ______________________________________________________.

• Conferring gives students immediate feedback for to how to improve their writing.

• Critiques simulate the experiences students will have in the workplace and help build a culture of achievement in your classroom.





• Ask students to check the Next Steps for Planning Your Paragraph anchor chart:

* Finish your graphic organizer. Reread texts or notes as needed.

* Write your topic sentence on writing paper.

* Combine the information in your top-right box and bottom-left box into one or two sentences. Write them on your writing paper.

* Begin to think about the end of your paragraph.

• What is missing?

C. Application: Adding to Details to Graphic Organizer/Drafting/Conferring (20 minutes) • Ask students to follow the steps on the anchor chart (above) as they work on their paragraphs.

• Create a sense of urgency by reminding them that students see the BrainPOP video every day and must be wondering about what’s on Tim’s shirt!

Circulate to support students as needed. If some students still do not have enough information to write about, consider pulling a small group to model how to reread a text and add information to the Four-Square graphic organizer.





D. Simple Critique Protocol (15 minutes) • Before the critique begins, introduce the main components of a successful critique on the Critique Protocol

anchor chart.

• Set up nonnegotiables for the students before they begin this process. The following four points are crucial for success:

* Be kind: Always treat others with dignity and respect. This means we never use words that are hurtful, including sarcasm.

* Be specific: Focus on particular strengths and weaknesses, rather than making general comments like “It’s good” or “I like it.” Provide insight into why it is good or what, specifically, you like about it.

* Be helpful: The goal is to contribute positively to the individual or the group, not simply to be heard. Echoing the thoughts of others or cleverly pointing out irrelevant details wastes time.

* Participate: Peer critique is a process to support each other, and your feedback is valued!

• Pair students. Tell them they are going to listen to their partners read their draft paragraph for the postcard to Tim. Tell them to give feedback that is specific and kind.

• Remind students that they can be giving feedback about the actual information their partner included, or about how the draft paragraph sounds.

• Point out two conversation stems on the Critique Protocol anchor chart: “I like how you ____” and “Would you consider________?”

• The author reads the paragraph. The listener gives one positive comment based on the requested area using the language “I like how you . . .” The listener gives feedback based on the requested area: “Would you consider . . .?” The author responds: “Thank you for . . . My next step will be . . .” Students then switch roles. Students should make corrections based on the feedback. If time allows, students should continue working or begin to revise their paragraphs.




Closing and Assessment Meeting Students’ Needs

A. Debrief (5 minutes) • Ask students to think about the learning targets from today. How is the Four-Square graphic organizer helping them

to plan their paragraphs for their postcards? How did it help them make sure they had enough information to actually write about?

• Can students predict what they are going to do next?

• If time permits, ask students to read their draft paragraph to someone other than the person with whom they did the peer critique.

• The debrief process solidifies the learning of students and also is a good formative assessment for teachers.

Homework Meeting Students’ Needs

• Students should continue in their independent reading book and/or should tell someone at home what they are writing about, and why.

Note: Collect students’ Four-Square graphic organizers and draft paragraphs. Provide feedback before the next lesson. Students will use this feedback to help finish and revise their paragraphs during the next class. Be sure to first mention a strength in the writing and then provided detailed, specific feedback. For example: “You have strong details in your writing. Consult the anchor charts around the room for correct spelling of Iroquois words, especially ‘symbol’ and ‘constitution.’ ”

• Students who cannot yet read independently at any level will benefit from hearing books read to them, either by a caregiver or through audio recordings. Hearing books/texts can be an ongoing assignment for these students.

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Grade 4: Module 1: Unit 1: Lesson 7 Supporting Materials

GRADE 4: MODULE 1: UNIT 1: LESSON 7 Critique Protocol Anchor Chart

(for Teacher Reference)


Teacher Instructions: Copy the following text onto a large piece of chart apper for all the students to see.

Critique Protocol:

• Be Kind: Treat others with dignity and respect. This means we never use words that are hurtful, including sarcasm.

• Be Specific: Focus on particular strengths and weaknesses, rather than making general comments such as “It’s good” or “I like it.” Provide insight into why it is good or what, specifically, you like about it.

• Be Helpful: The goal is to contribute positively to the individual or the group, not simply to be heard. Echoing the thoughts of others or cleverly pointing out irrelevant details wastes time.

• Participate: Peer critique is a process to support each other, and your feedback is valued!

1. Author chooses area for focus from Steps for Writing an Informational Paragraph anchor chart. 2. Listener restates choice of author: OK. I am going to give you feedback about . . .” 3. Author reads paragraph. 4. Listener gives feedback: “I like how you . . . Would you consider . . .” 5. Author says: “Thanks you for . . . My next step will be . . .”

Grade 4: Module 1: Unit 1: Lesson 7 Writing to Explain: Drafting Strong Paragraphs · PDF...

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